Mathematics Standard
|Mathematics Standards |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|Number and Number Sense | | | |
| | | | |
|8.1 The student will | | | |
|a) simplify numerical expressions involving positive exponents, using rational numbers, order of operations, and | | | |
|properties of operations with real numbers; | | | |
|b) recognize, represent, compare, and order numbers expressed in scientific notation; and | | | |
|c) compare and order decimals, fractions, percents, and numbers written in scientific notation. | | | |
|8.2 The student will describe orally and in writing the relationship between the subsets of the real number system. | | | |
|Comments: |
|Mathematics Standards |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|Computation and Estimation | | | |
| | | | |
|8.3 The student will solve practical problems involving rational numbers, percents, ratios, and proportions. Problems | | | |
|will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and | | | |
|balancing a checkbook. | | | |
|8.4 The student will apply the order of operations to evaluate algebraic expressions for given replacement values of the| | | |
|variables. Problems will be limited to positive exponents. | | | |
|8.5 The student, given a whole number from 0 to 100, will identify it as a perfect square or find the two consecutive | | | |
|whole numbers between which the square root lies. | | | |
|Comments: |
|Mathematics Standards |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|Measurement | | | |
| | | | |
|8.6 The student will verify by measuring and describe the relationships among vertical angles, supplementary angles, and| | | |
|complementary angles and will measure and draw angles of less than 360°. | | | |
|8.7 The student will investigate and solve practical problems involving volume and surface area of rectangular solids | | | |
|(prisms), cylinders, cones, and pyramids. | | | |
|Comments: |
| |
| |
|Mathematics Standards |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|Geometry | | | |
| | | | |
|8.8 The student will apply transformations (rotate or turn, reflect or flip, translate or slide, and dilate or scale) to| | | |
|geometric figures represented on graph paper. The student will identify applications of transformations, such as tiling,| | | |
|fabric design, art, and scaling. | | | |
|8.9 The student will construct a three-dimensional model, given the top, side, and/or bottom views. | | | |
|8.10 The student will | | | |
|a) verify the Pythagorean Theorem, using diagrams, concrete materials, and measurement; and | | | |
|b) apply the Pythagorean Theorem to find the missing length of a side of a right triangle when given the lengths of the | | | |
|other two sides. | | | |
|Comments: |
| |
| |
|Mathematics Standards |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|Probability and Statistics | | | |
| | | | |
|8.11 The student will analyze problem situations, including games of chance, board games, or grading scales, and make | | | |
|predictions, using knowledge of probability. | | | |
|8.12 The student will make comparisons, predictions, and inferences, using information displayed in frequency | | | |
|distributions; box-and-whisker plots; scattergrams; line, bar, circle, and picture graphs; and histograms. | | | |
|8.13 The student will use a matrix to organize and describe data. | | | |
|Comments: |
| |
| |
|Mathematics Standards |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|Patterns, Functions, and Algebra | | | |
| | | | |
|8.14 The student will | | | |
|a) describe and represent relations and functions, using tables, graphs, and rules; and | | | |
|b) relate and compare tables, graphs, and rules as different forms of representation for relationships. | | | |
|8.15 The student will solve two-step equations and inequalities in one variable, using concrete materials, pictorial | | | |
|representations, and paper and pencil. | | | |
|8.16 The student will graph a linear equation in two variables, in the coordinate plane, using a table of ordered pairs.| | | |
|8.17 The student will create and solve problems, using proportions, formulas, and functions. | | | |
|8.18 The student will use the following algebraic terms appropriately: domain, range, independent variable, and | | | |
|dependent variable. | | | |
|Comments: |
|Other Criteria |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|Materials emphasize the use of effective instructional practices and learning theory: | | | |
|Students are guided through problem-solving approaches. | | | |
|Concepts are introduced through concrete experiences that use manipulatives and other technologies. | | | |
|Multiple opportunities are provided for students to develop and apply concepts through the use of calculators, | | | |
|computers, and other technologies. | | | |
|Students use the language of mathematics including specialized vocabulary and symbols. | | | |
|Students use a variety of representations (graphical, numerical, symbolic, verbal, and physical) to connect mathematical| | | |
|concepts. | | | |
|Comments: |
|Other Criteria |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|Materials present content in an accurate, unbiased manner: | | | |
|Materials are relatively free of content and production errors (misspelled words, word omissions, incorrect answers). | | | |
|Diverse groups (racial, ethnic, cultural, linguistic), males and females, people with disabilities, and people of all | | | |
|ages are represented appropriately. | | | |
|Comments: |
| |
| |
| |
|Other Criteria |Rating Scale |
| |Please indicate the rating for each by placing a check mark (() in the |
| |appropriate cell. |
| |Adequate |Limited |No Evidence |
|The mathematics content is significant and accurate: | | | |
|Materials are presented in an organized, logical manner which represents the current thinking on how students learn | | | |
|mathematics. | | | |
|Materials are organized appropriately within and among units of study. | | | |
|Format design includes titles, subheadings, and appropriate cross-referencing for ease of use. | | | |
|Writing style, length of sentences, vocabulary, graphics, and illustrations are appropriate. | | | |
|Level of abstraction is appropriate, and real life examples, including careers, are provided. | | | |
|Sufficient applications are provided to promote depth of application. | | | |
|Comments: |
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